SY 2026-2027: Second Grade Special Education/English Learner Support Teacher

Global Citizens Public Charter School•Washington, DC

2d•$60,000 - $80,000

About The Position

We are seeking a Student Support (Special Education/English Learner) Teacher with experience in early childhood education to provide specialized instruction and support for our students at Global Citizens Public Charter School (Global Citizens PCS). Global Citizens PCS is the first dual language immersion elementary school in Washington, DC, to offer language immersion in both Mandarin Chinese and Spanish pathways - exposing students to the top three languages spoken in the world. Paired with a focus on social justice and whole child wellness, Global Citizens PCS equips children to become empathetic, globally competent, and socially-minded leaders who are prepared for a future we cannot yet imagine. Global Citizens PCS opened in Ward 7 to provide children and their families living east of the Anacostia River with equitable access to dual language immersion programs. This position offers an incredible opportunity to work alongside a founding team, within an entrepreneurial and collaborative environment focused on improving educational opportunities for all students, especially those who are most marginalized and undervalued. The Student Support (Special Education/English Learner) Teacher is one of the primary instructional and people leaders that influence the lives of children at Global Citizens PCS. Special Education/English Learner Teachers will work with general education teachers to foster a student-centered learning environment that respects the culture and identity of each and every child, so they can thrive academically, socially, and emotionally. In early childhood, our children will learn all content areas in the partner language for approximately 90% of the school day. They will learn their early literacy and math skills in English for approximately 10% of the school day. In elementary school (Kindergarten through 5th grade), we use a 50/50 model, where our children receive standards-based instruction (aligned to the Common Core State Standards) in reading, writing, math, and science in the target language for 50% of the time and in English for 50% of the time (each day). Student Support (Special Education/English Learner) Teacher will teach all content areas in the partner language and will serve as the instructional lead and model for the partner language. Together, each teacher will work in tandem to positively impact student development by creating a warm and inviting learning environment; building relationships with students and families; creatively designing and implementing effective lessons within a free and liberating classroom environment; analyzing and interpreting data; collaborating professionally with colleagues; and, participating in the larger school-wide community. Special Education Teachers, under the direct supervision of the Special Education Coordinator, will work collaboratively with all instructional leadership team members to fully understand and respond to the needs of students and families.

Requirements

At least three years of experience as a Special Education Teacher preferred
Meet state educational requirements, preferably a valid state-issued license for Special Education in elementary education or meet eligibility, including undergraduate studies in Special Education
A Bachelor’s degree or a Master’s degree in Education and passing scores on Praxis I & II
Deep experience and knowledge of learning standards and student-centered curriculum
An energetic, flexible, creative, innovative individual who can develop strengths-based, student-centered support plans that support learning for students of various abilities, including those with various identified exceptionalities
Ability to excel as a member of a multidisciplinary team and an instructional team
Ability to work in a multicultural, multilingual environment
Strong communication skills (both oral and written)

Nice To Haves

Effective language acquisition strategies
Research-based, tiered instructional strategies
Early Childhood curriculum, instruction, & development
Data analysis protocols
Culturally Sustaining Pedagogy
Anti-racist beliefs and practices
Responsive Classroom/Restorative Justice/Conscious Discipline
Readers and Writers Workshop & Play-Based Centers

Responsibilities

Implement a shared school mission and vision to promote each student’s social, emotional, and academic development
Actively participate in data-driven instruction and methods of continuous improvement to ensure we meet the needs of each student
Reinforce the mission with students and families, inspiring them to act on the mission every single day
Reflect on instructional practices and adjust behavior and systems accordingly: ask regularly for feedback; model humility and admit mistakes; seek out thought partners; and, engage in professional learning
Collaborates with support teachers, lead teachers, and other staff to ensure proper and consistent implementation of our instructional program
Model ethical, equitable, and professional behavior and acts with integrity, fairness, cultural competence, and empathy with students and colleagues
Contribute to a professional school culture focused on developing relational trust with colleagues and building each other's capacity to promote each student’s social, emotional, and academic development; serves as a mentor teacher for support teachers
Set personal and professional learning goals to promote wellness and enhance professional practice; attend summer institute and weekly professional development sessions
Participate in professional development and coaching cycles led by Principal and other instructional leaders
Encourages open, productive, collaborative, and trusting working relationships among administrators, teachers, and staff to promote an environment of continuous improvement
Develop a supportive and positive learning environment focused on uplifting student voice and using student data to drive student development, growth, and achievement
Implement and monitor accountability measures to ensure all intensive interventions, specialized instruction services, and related services are implemented with fidelity to ensure compliance
Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law
Analyze the results of the Home Language Survey in order to determine which students to assess using the WIDA assessments; provide support to and monitor the progress of English Learners throughout the school year
Administer the beginning-of-year (BOY) and end-of-year (EOY) WIDA assessments
Serve as case manager for students with a 504 accommodation plan
Update IEP, 504s and BIPs as to the achievement of goals and objectives as the end of every quarter
Inform general education teachers of IEP, 504 and BIP goals as necessary; create IEP snapshots
Issue quarterly progress reports on IEP, 504s, and BIPs goals for students & families
Provide interventions and all ELL services to students on your case-load, including writing and implementing rigorous, standards-driven goals, managing legal documents and files related to ELL students, liaising with external service providers, ensuring all services are in compliance with mandates
Monitor and support implementation of goals and objectives in content
Case manage approximately 5-10 children with disabilities, including writing IEPs, consulting with general education teachers providing inclusion services and interventions
Design and implement engaging instruction based on IEP goals and objectives for each student
Address IEP and ILP goals by providing in-class support, small group instruction, and/or pull-out groups
Collaborate with general education teachers and the Special Education Coordinator to assess every student’s mastery of the content and diagnose areas of student misunderstanding
Serve as “owner” of all special education-related services, including writing and implementing rigorous, standards-driven IEPs, managing legal documents and files related to students’ IEPs and 504 plans, liaising with external service providers, ensuring all services are in compliance with mandates, and coordinating annual IEP review process
Utilize culturally sustaining and anti-bias/anti-racist practices (along with data) to inform and guide daily instruction; incorporate student cultures, interests, and experiences into lessons and activities
Set clear and measurable goals throughout the year for every student in all areas of study; regularly assess the progress of each child and provide differentiated, child-centered instruction to meet the needs of each child on a daily basis
Actively participate in data-analysis cycles and protocols in order to evaluate and increase rigor, coherence, impact, and equity of curriculum, instruction, and assessment
Collaboratively plan weekly with teaching teams to develop holistic lesson plans that foster self-directed learning
Ensure that each student has equitable access to classroom materials, texts, learning resources and opportunities, academic and social-emotional supports, and other resources in the target language
Oversee the delivery of both instruction and related services as stipulated on IEPs
Provide and/or support modifications and accommodations as needed in classrooms
Co-facilitate the Student Support Team (SST) meetings (when needed) and participate in multi-disciplinary team meetings (MDT meetings) on a regular basis to address the needs of each student
Maintain a portfolio of student work samples, anecdotal data, and classroom observations
Serve as the Disability Test Co-Coordinator for all standardized assessments (includes PARCC)
Be accountable for students’ mastery of academic standards
Co-facilitate professional learning and training to teachers, staff, and families
Improve and sustain a school environment that is inclusive, equitable, caring, and culturally competent (and meets the academic, social, emotional, and physical needs of each student)
Maintain positive, fair, and unbiased student behavior policies that emphasize relationship reconciliation and behavioral change
Work with Lead Teachers, Support Teachers, and the English Learner Teacher to plan for and support all students’ needs
Use student performance and placement data, as well as school culture data, to promote greater inclusiveness, caring, equity, and closure of opportunity gaps
Serve as a member of the Student Support Team (SST) and implement a Multi-Tiered System of Supports (MTSS) to meet the needs of all children, including special populations
Attend IEP, Section 504, or other related meetings necessary for student assessment and/or compliance with federal and/or state law
Build rapport with students outside of the classroom (i.e., lunches with students, special events, etc.), so students understand that teachers care about them
Ensure families receive all notifications and evaluation reports in advance of MDT meetings and SST meetings
Promotes relationships among students, faculty, parents, and others that build trust and value individuality and inclusiveness
Implement family and community engagement strategies aligned to our mission and vision: Maintain open, welcoming communication with stakeholders in service of students and to advance the school mission
Engage parents, families, and the community - especially those who are marginalized or traditionally unable to actively participate - in meaningful, reciprocal, and mutually beneficial ways to promote each student’s social, emotional, and academic development
Provides routine, two-way communication with families and community members about school activities and culture, student performance and development (including students’ progress towards their IEP goals), and school challenges and accomplishments
Plan, implement, and lead student recruitment initiatives, especially during the planning year to ensure we meet our enrollment goal
Evaluate and improve the effectiveness of the student recruitment, family engagement, community outreach, and communications plan
Creates and sustains positive, collaborative, and productive relationships with families and community members for the benefits of students (and their families)